Critical Attributes of Technology and Effective Learning: EDT732 Week 2 Wiki
Introduction Learning theories and technology integration models identify the attributes and elements needed to develop effective learning. Learning theories are research based and provide insight on effective teaching and learning strategies (Roblyer & Doering, 2013). Technology integration models identify elements in successful instruction (Gagne, Wager, Golas, and Keller, 2005).
Technology Integration: Learning Theories The learning theory of cognitivism views learning as taking place consciously (Bates & Poole, 2003). The instructor is responsible for scaffolding the learning process. An example of cognitive learning is the EDT732 discussions. In the discussions, students and instructors propose questions that require conscious learning and research to answer. As the discussion progresses, (it is hoped) deeper learning and knowledge occur for all class participants.
Constructivist learning is based on cognitive learning theory and focuses on students’ constructing their own knowledge by solving practical problems using critical thinking (Bates & Poole, 2003; Roblyer & Doering, 2013). However, in constructivist learning, instead of receiving instruction from teachers, learners generate knowledge through problem solving activities (Roblyer & Doering, 2013). Examples of technology-integrated constructivist learning can be found in the many “apps” for Android, iPad, and iOS (Fingal, 2013). In free apps like Crazy School (https://itunes.apple.com/us/app/crazy-school/id430452176?mt=8), and Dooors (https://itunes.apple.com/us/app/dooors-room-escape-game/id490611105?mt=8) tasks become more complex as learners become more proficient. Crazy School and Dooors are examples of constructivist learning, requiring students to use analysis, problem solving, decision making, and evaluation (Bates & Poole, 2003).
Connectivism is one of the newest learning theories. In connectivism learning occurs when learners contribute knowledge to a learning community (Kop & Hill, 2008). An exemplary example is Journey North: A Global Study of Wildlife Migration and Seasonal Change http://www.learner.org/jnorth/. Registered groups of learners, from around the world, report in, when for example they first see tulips bloom. I personally did the butterfly migration with a group of 4th graders. The students were so excited about the whole process they were jumping out of their seats when Mexico reported in!
Technology Integration: Instructional Models Learning theories influence technology integration models. Like learning theories, technology integration models are research based. Many models are available to support teachers integrating technology. Three models are briefly described here: First Principles of Instruction come from extensive research done by David Merrill. The principles support all the major learning theories (Richey, Klein, & Tracey, 2011)
Learning is promoted when learners observe a demonstration.
Learning is promoted when learners apply the new knowledge.
Learning is promoted when learners engage in task-centered instructional strategies.
Learning is promoted when learners activate relevant prior knowledge or experience.
Learning is promoted when learners integrate their new knowledge into their everyday world.
The Technology Integration Planning (TIP) Model for Teachers uses three phases to support teachers in planning for learner success when integrating technology (Roblyer & Doering, 2013).
Phase 1- Analysis of Learning and Teaching Needs (Will technology offer an advantage? What skills are needed?)
Phase 2- Planning for Integration (What are the objectives and how will they be assessed? What instructional strategies will be used?)
Phase 3- Post-Instruction Analysis and Revisions (Analyze and revise instruction.)
Bonk (2010) designed the R2D2 model to support college professors uncomfortable with integrating technology. Bonk describes the R2D2 model as a “problem solving wheel” (Bonk, 2010, p 9.).
Phase 1- Read (The instructor and students identify online resources to read)
Phase 2- Reflect (Students blog about what they have read)
Phase 3- Display (Students create timelines, flowcharts, diagrams or films about what they learned)
Phase 4- Do (Students produce a play, a book, a wiki about what they have learned)
Dr. Ruben Puentedura’s Substitution Augmentation Modification Redefinition (SAMR) model for technology integration is a framework for educators to integrate technology. During the substitution level, there is no functional change as digital technology replaces analog technology (Hamilton, Rosenberg, & Akcaoglu, 2016). For example, a teacher might use a computer to deliver a quiz, but the quiz is the same, so its function has not changed. At the augmentation level, the technology replacement positively impacts its function. Perhaps a quiz that is delivered online might provide students the opportunity to manipulate the text or graphics, improving the function of the quiz. Both the substitution and augmentation levels are considered enhancements, as activities maintain their original function, and might possible be improved. At the modification level, the task is redesigned. For example, the task might now require students to create a graphic organizer, representation, demonstrating knowledge. Finally, at the redefinition level, students use technology to develop and create unique products. For example, students might design and create a multimedia project that includes links to supporting material. The modification and redefinition levels are considered transformations because tasks have been changed significantly, requiring students to perform at the highest levels on Bloom’s taxonomy through experiences that may not be possible without technology (Hamilton, Rosenberg, & Akcaoglu, 2016). Contributed by Darlene Vann
Contribution by Retta Salerno
Instructional Design Models
Instructional Design models allows educators and researcher to have a conduit of communication. These models assist in communicating the reasons, purposes, and strategies that build the foundation of learning theory. These educational frameworks help educators and researcher have a birds-eye point of view of significant elements and components of the course and learning environment.
A classroom in any school is a rich environment in which several modes of instructional designs are implemented to strengthen the learning and understanding of various curricula. The observation of teacher-centered instruction is slowly declining as the focus on students as the center of classroom increases (Balim, Turkoguz, Ormanci, Kacar, Evrekli, & Ozcan, 2014). It has become the job of the teacher to also address the growing needs of a classroom in which a teacher-centered approach will no longer work.
Teachers who have implemented this instructional model in their classroom find that students are more motivated to complete course work and are more engaged in the problem-solving process (Balim, Turkoguz, Ormanci, Kacar, Evrekli, & Ozcan, 2014). This enables students to take control of their learning experience and level of understanding by filtering through information and applying it to a specific task. inquiry-based learning puts students in the role of a scientist as they ask questions, research answers, and build their own conclusions. Inquiry-based learning and problem-based learning are very closely related because of the student-centered approach both models implore (Cincera, 2014).
An effective learning environment for students to have an effective learning environment a strong foundation of learning theory must be introduced. When educators determine who the learners are and the learning situations they will be in, then they could determine which instructional designs would work best. Using a pragmatic point of view educators can discover which instructional design applies to particular learning scenarios. Educators must allow circumstances connected to learning conditions to assist them in deciding what method of learning is most applicable. Jonassen, Mayes, and McAleese (1993) identify the following types of learning that match best with particular learning environments and scenarios. David Jonassen is a leader in educational technology and constructive learning theory.
Learners are at the initial stage where they are using integration and schema assembly. For learners on and introductory level, educators should choose the method that has a minimum of direct transferable prior knowledge of a particular content area and skill level. "At this stage, a classical instructional design is most suitable because it is predetermined, constrained, sequential and criterion-referenced" (Schwier, 1995). It is at this time that students can develop their own anchors for future exploration. If learners are at an advanced level of knowledge acquisition educators should use methods that best suit introductory knowledge skills them in the future learners can proceed to more expert subject content. Learners on an expert level can move onto knowledge acquisition. Educators create an environment where learners are able to make intellectual decisions.
When using the Dick, Carey, and Carey model educators must be aware of the manner in which the learners can perform; what are their learning abilities or disabilities. When the student enters a particular learning environment the educator needs to gauge what the students’ attitude is in relation to the subject content. By gauging the learners' attitudes educators can determine how they will deliver the subject content. When students enter a classroom room their first questions are, "what will we learn, and will it be on the test". This is when educators should address any preconceived notions that the learners have. When the students enter their classrooms they need to see if the students are motivated, if so, educators should ask what their goals are for the class. Using these characteristics educators now can decide how to structure the learning environment for best results.
As educators, we also want to create an environment where the learners have the ability to motivate themselves. An environment where educators and students must feel connected and respected. It is necessary that the learners develop positive attitudes. If the learners come into the classroom or learning situation they must have respect for the room, respect for themselves, and respect for others for a positive learning experience to take place.
When discussing learning theory these processes and procedures of instructional technology consist of, "analyzing, designing, developing, implementing, and evaluating of the applications" (Gagne, Wager, Golas, & Keller, 2005, p. 21). Over the past three decades, instructional technology has grown tremendously, from the creation of personal computers effectively grew exponential in the last two decades. The development of constructivist learning theories has affected the characteristics of models, causing them to take roles in the creation of current, and more comprehensive explanations of instructional technology. It was the Educational Communications and Technology Association who stated that "instructional technology is the theory and practice of design, development, utilization, management, and evaluation of processes and resources for learning" (Seels & Richey, 1994, p. 1).
Educators need to be conscious of the diversity of the learners. "The learned capabilities of intellectual skills, cognitive strategies, verbal information, attitude, and motor function skills have a direct effect on the learning of new instances if these same kinds of capabilities" (Gagne et al., 2005, p. 127). The students' memory functions, or in other words their capabilities such as reasoning, can be measured through psychological assessments. The abilities and traits of the students and capabilities of the effective learning design have repercussions on the components of instructional design. Educators are held accountable and are required to justify the results of the learning situations. In addition, educators are required to be knowledgeable of the multiple results, components, and outcomes that can be portrayed to each particular learner.
Technology integration is pertinent in today’s learning environments. Multimedia resources are now very popular tools in the classroom, and "instructional designers recognized the need to integrate e-learning into the creation of learning objects and curricula" (Reiser, 2012). Advances in technology have caused the average learner the opportunity to learn with technology, thus causing a more genuine and realistic learning experiences (Markham, 2014). Educators should keep these components in mind when creating, and designing the technologically savvy lessons to introduce the new educational concepts. "Digital simulations and models can help teachers explain concepts that are too big or too small, or processes that happen too quickly or too slowly to demonstrate in a physical classroom" (8 Ways Technology Is Improving Education, 2010). It was the Educational Communications and Technology Association who stated that "instructional technology is the theory and practice of design, development, utilization, management, and evaluation of processes and resources for learning" (Seels & Richey, 1994, p. 1).
Prior to adapting their curriculum educators need to understand what Instructional Design is. Fauser, Henry, and Norman stated, "Instructional Design models are classified into three types, classroom, product, and system (Gustafson & Branch, 2002). Classroom models are of interest to and are usually designed for, professional teachers from K-12, community colleges, vocational schools, and other related areas. These models take into consideration the environment of teachers... The output of these models is small, a unit or module of instruction used within the school year" (Fauser, Henry, & Norman, 2006, para. 3).
There are numerous instructional design models that have been created for educators to apply relatively easy to various learning environments and situations
Gerlach Ely Model
The ASSURE Model
Kemp Model
ADDIE Model
Gerlach Ely Model
Using this model educators can move step-by-step through the educational content and learning objectives using a synchronous diagram; this diagram can be applied in any K-12 learning environment. The Gerlach-Ely model requires that both the educators and students progress through the learning process in order for the information to become a part of their long-term memory. Learners are able to prove that the subject content is being absorbed this assessments and evaluations. Educators are able to evaluate and examine subject content so that they can determine what the learning objectives and goals are. (Anderson, 2008, p. 21)
ASSURE Model
The next instructional design model that educators can use to build the curriculum for K-12 learning situations is the ASSURE model. The ASSURE model was created by Menich, Molenda, Russell & Smaildion (InovativeLearning.com, 2013). Menich et al. used the Gagne's model for the foundation for this instructional design model. This instructional design model can be used by both trainers and educators in any learning situation where the development and design of the learning goals and objectives for the learners. This model can be used for improving learning and teaching and the development of lesson plans. Sharon Smaldino's states (2013), "To ASSURE good learning, I believe it is not one single thing that a teacher or designer should consider, but I do believe that there are areas of emphasis"(InovativeLearning.com, 2013, para. 4).
Constructivist learning model. The ASSURE model is a six-step Instructional Systems Design (ISD), intended to help teachers utilize technology and media in the classroom. ASSURE is a way to ensure that the learning environment is appropriate for students. ASSURE also recognizes the different learning styles of all students.
Kemp Model
A third model that educators like myself can use is a model I mentioned prior in this course the Kemp Model. The Morrison, Ross, and Kemp's model was created in 1971; in place of a linear structure, the Kemp model takes a more circular structure. Morrison states, "One of the benefits touted for this model is its flexibility due to the circular nature and lack of starting point, though I view this as a significant flaw in the design as it ignores key principles of creating effective instruction which does require at least a logical sequence based on how people learn'(Morrison, 2013, para. 9).
The Kemp Instructional Design Model was chosen because the elements complete each process that a learner should experience when mastering a learning objective and because of its circular design. It utilizes media and materials which are an integral part of learning in any type of instructional technology. Since the cognitivistic view emphasizes the active mental processing on the part of the learner and the Kemp model is geared towards the learner's capabilities; it stands to follow that it is a strong cognitive model of instructional design methodology.
Active teaching is a concept of instruction and education where educators improve the student’s control and thus improving the students’ learning. Educators try to modify the instruction to fit the learner’s learning styles and motivations. As educators, we also want to create an environment where the learners have the ability to motivate themselves. An environment where educators and students must feel connected and respected. It is necessary that the learners develop positive attitudes.
ADDIE Model
The ADDIE framework was used to explain, “...the processes involved in the formulation of an instructional systems development (ISD) program for military inter-service training that will adequately train individuals to do a particular job and which can also be applied to any inter-service curriculum development activity”
Analysis: A systematic exploration of the way things are and the way things should be; the difference is the performance gap.
Design: If the analysis identifies a performance gap, then the design phase will outline the performance objectives.
Develop: Using the information gathered educators create, analyze and design learning performance solutions.
Implementation: This stage evolves the delivery of the performance solutions that were created.
Evaluation: Educators and trainers evaluate just how effective the performance was, and if the objectives and goals were attained.
Behaviorism involves the measurable and observational aspects of an individual’s behavior (McLeod, 2007). “Behavior is directed by stimuli. An individual selects one response instead of another because of prior conditioning and psychological drives existing at the moment of the action” (Parkay & Hass, 2000). Cognitivist primarily have the job of focusing on unobservable changes in mental knowledge. The idea of cognitivism came from the rejection of the views of the behaviorist learning theory. Cognitive Learning Theory shows the diverse procedures regarding learning can be clarified by the investigation of the psychological developments before acting (Sincero, 2011). “Social constructivism not only acknowledges the uniqueness and complexity of the learner but actually encourages, utilizes and rewards it as an integral part of the learning process” (Wilson, 1997).. References
Anderson, T. (2008). The theory and practice of online learning. Online book: Athabasca University.
Balim, A., Turkoguz, S., Ormanci, U., Kacar, S., Evreki, E., & Ozcan, E. (2014). Teachers’ views about problem-based learning through concept cartoons. Journal of Baltic Science Education, 13(4), 458-468. Retrieved from http://journals.indexcopernicus.com/abstract.php?icid=1119977
Branson, R. K., Rayner, G. T., Cox, J. L., Furman, J. P., King, F. J., & Hannum, W. H. (1975). Interservice procedures for instructional systems development (5th ed.). Ft. Monroe, VA: U. S. Army Training and Doctrine Command.
Cincera, J. (2014). To think like a scientist: An experience from the Czech primary school inquiry-based learning program. New Educational Review, 36(2), 118-130. Retrieved from http://www.educationalrev.us.edu.pl/e36/a9.pdf
Dick, W., Carey, J., & Carey, L. (2005). The systematic design of instruction (6th ed.). Upper Saddle River, NJ: Pearson/Allyn & Bacon.
Jonassen, D., Mayes, T., & McAleese, R. (1993). A manifesto for a constructivist approach to uses of technology in higher education. Designing environments for constructive learning. http://dx.doi.org/10.1007/978-3-642-78069-1_12
Parkay, F. W., & Hass, G. (2000). Curriculum Planning (7th ed.). Needham Heights, MA: Allyn & Bacon.
Reiser, R. A., & Dempsey, J. V. (2012). Trends and issues in instructional design and technology. Boston, MA: Pearson.
Schiffman, S. S. (1995). Instructional systems design: Five views of the field. In G. J. Anglin (Ed.), Instructional technology: Past, present and future (2nd ed., pp. 131-142). Englewood, CO: Libraries Unlimited, Inc.
Schwier, R. A. (1995). Issues in emerging interactive technologies. In G. J. Anglin (Ed.), Instructional technology: Past, present, and future (2nd ed., pp. 119-127). Englewood, CO: Libraries Unlimited, Inc.
Seels, B. B., & Richey, R. C. (1994). Instructional technology: The definitions and domains of the field. Washington, D. C.: Association for Educational Communications and Technology.
Wilson, B. G. (1997). Reflections on constructivism and instructional design. In C. R. Dills, & A. J. Romiszowski (Eds.), Instructional development paradigms ( ed., pp. 63-80). Englewood Cliffs, NJ: Educational Technology Publications.
Contribution by Chantelle Milliken: The ADDIE Model of instruction – which is analysis, design, development, implementation, and evaluation – is useful in the realm of technology instruction and design. The ADDIE model supports the technology integration planning (TIP) as well. TIP focuses on analysis, planning for integration, and revisions. ADDIE focus on the same type of plan, which can be complementary in technology instruction. Boling, Easterling, Hardre, Howard, and Roman (2011) suggest that the ADDIE model applied to technology education will produce positive learning experiences with students. Integrating technology into the planning of teaching and learning will help students become better prepared for the technologically loaded career environment. The global knowledge economy is growing stronger in the job field and students must be prepared for such after graduation. It is imperative that teachers utilize the ADDIE model and TIP to ensure students are prepared for what is expected not only in college, but in the future work force. Reference: Boling, E., Easterling, W.V., Hardre, P.L., Howard, C.D., & Roman, T.A. (2011). ADDIE: Perspectives in transition. Educational Technology, 51(5), 34-39.
Note: The optional Participation Assignment for week 2 involves posting to this wiki. Add information about a technology integration model. Expand on the specific attributes of the model that would support effective student learning. To earn credit for two participation posts include your name and a minimum of one scholarly reference. Remember to post you must first be a member of the wiki. Once you have joined the wiki click, Edit (top right), to post and then Save (top right), to save your work.
References
Bates, A. W., & Poole, G. (2003). Effective teaching with technology in higher education: Foundations for success. San Francisco, CA: Jossey-Bass.
Bonk, C. (2010). R2D2: An ed-tech model that computes. eSchool News, 13(2), 9.
Fingal, D. (2013). Got an app for that? Learning & Leading with Technology, 40(8), 35.
Gagne, R. M., Wager, W. W., Golas, K. C., & Keller, J. M. (2005). Principles of instructional design (5th ed.). Belmont, CA: Thompson.
Hamilton, E. R., Rosenberg, J. M., & Akcaoglu, M. (2016). The substitution augmentation modification redefinition (SAMR) model: A critical review and suggestions for its use.TechTrends, 60(5), 433-441. doi:10.1007/s11528-016-0091-y
When we think about learners using technology, there are many different factors to consider. Some students do not possess the learning management system and basic computer skills needed for success in first-year experience (Mansfield, 2017). Some technology tools are techniques that allows the learner to grasp and maintain focus on the learning. Whether we are talking about retirees using Massive Open Online Courses (MOOCs) or ninth graders using simulations to learn algebra I, many characteristics of the environment affect what we call a digital learning ecosystem (Hammond, Zielenzinski, & Goldman, 2014). Technology is a key factor for bringing about such relevant and necessary change in higher education institutions, but we will produce evidence that suggests universities and colleges still don’t really “get it” as far as technology is concerned (Bates, Bates, & Sangra, 2011). In particular, universities and colleges in general are underexploiting the potential of technology to change the way that teaching and learning could be designed and delivered, so as to increase flexible access to learning, improve quality, and control or reduce costs, all core challenges faced by higher education institutions today (Bates, Bates, & Sangra, 2011).
Bates, A. W., Bates, T., & Sangra, A. (2011). Managing technology in higher education: Strategies for transforming teaching and learning. Hoboken, NJ: John Wiley & Sons.
Hammond, L. D., Zielenzinski, M. B., & Goldman, S. (2014). Using technology to support at risks student’s learning. Alliance for Excellent Education
Mansfield, M. (2017). The Impact of the Digital Divide on First-Year Community College Students.
Joe Omokheyeke: Planning for Instructional Technology in Classroom
In this article, Mitchell (2011) explore and reviews the literature on instructional technology usage, and the benefits of the applications of technology for teaching and learning, and the challenges involve in the financial, managerial, and planning of technology. According to Mitchell (2011) majority of College faculty members feel that technology is essential in the classroom and useful for students, the two biggest challenges to incorporating technology are lack of funding and not knowing how to use it properly (CDW-G, 2010 as cited). Most Universities and colleges may have faculty development centers that offer centralized training and planning for the use of instructional technology, but the majority of community colleges are rural institutions in which faculty development efforts are more likely to be run by an administrator without a staff (Eddy, 2007 as cited). As a result, the problems of figuring out how and when to use technology often falls on faculty members as individuals (Mitchell, 2011).
Technology integration is arguably a relevant topic in teacher education, because numerous state, national, and international educational standards indicate the importance of educators integrating technology to support their own instruction as well as providing hands-on opportunities for students to actively use technology throughout their learning experiences (Lee, Smith, & Bos, 2014). Therefore, teacher educators are charged with promoting teacher candidates’ integration of technology in their teaching and design of authentic and engaging learning experiences for their students.
Technology Integration in the Classroom
Technology integration is arguably a relevant topic in teachers' education, because numerous state, national, and international educational standards indicate the importance of educators integrating technology to support their own instruction as well as providing hands-on opportunities for students to actively use technology throughout their learning experiences (Lee, Smith, & Bos, 2014). Therefore, teacher educators are charged with promoting teacher candidates’ integration of technology in their teaching and design of authentic and engaging learning experiences for their students
(Lee, Smith, & Bos, 2014).
. Nearpod is an interactive classroom tool for teachers to engagestudents with interactive lessons (Nearpod.com). The site emphasized technology integration in instructional lesson planning. It demonstrated the use of multimedia design tools at its best. I like the explore lessons menu which give new users the opportunity to examine different lesson plan in various subjects. Lee et al., (2014) stated that effective technology integration in teaching and learning requires teachers to be able to think about technology as a tool that can authentically support instruction when the appropriate pedagogical approaches are considered.
References
Lee, K.S., Smith, S., & Bos, B. (2014). Pre-service teachers’ technological pedagogical
knowledge: A continuum of views on effective technology integration. International
Journal of E-Learning & Distance Education, 29(2), 1-18. Mitchell, R. G. (2011). Planning for instructional technology in the classroom. New Directions For Community Colleges, 2011(154), 45-52.
Introduction
Learning theories and technology integration models identify the attributes and elements needed to develop effective learning. Learning theories are research based and provide insight on effective teaching and learning strategies (Roblyer & Doering, 2013). Technology integration models identify elements in successful instruction (Gagne, Wager, Golas, and Keller, 2005).
Technology Integration: Learning Theories
The learning theory of cognitivism views learning as taking place consciously (Bates & Poole, 2003). The instructor is responsible for scaffolding the learning process. An example of cognitive learning is the EDT732 discussions. In the discussions, students and instructors propose questions that require conscious learning and research to answer. As the discussion progresses, (it is hoped) deeper learning and knowledge occur for all class participants.
Constructivist learning is based on cognitive learning theory and focuses on students’ constructing their own knowledge by solving practical problems using critical thinking (Bates & Poole, 2003; Roblyer & Doering, 2013). However, in constructivist learning, instead of receiving instruction from teachers, learners generate knowledge through problem solving activities (Roblyer & Doering, 2013). Examples of technology-integrated constructivist learning can be found in the many “apps” for Android, iPad, and iOS (Fingal, 2013). In free apps like Crazy School (https://itunes.apple.com/us/app/crazy-school/id430452176?mt=8),
and Dooors (https://itunes.apple.com/us/app/dooors-room-escape-game/id490611105?mt=8)
tasks become more complex as learners become more proficient. Crazy School and Dooors are examples of constructivist learning, requiring students to use analysis, problem solving, decision making, and evaluation (Bates & Poole, 2003).
Connectivism is one of the newest learning theories. In connectivism learning occurs when learners contribute knowledge to a learning community (Kop & Hill, 2008). An exemplary example is Journey North: A Global Study of Wildlife Migration and Seasonal Change http://www.learner.org/jnorth/. Registered groups of learners, from around the world, report in, when for example they first see tulips bloom. I personally did the butterfly migration with a group of 4th graders. The students were so excited about the whole process they were jumping out of their seats when Mexico reported in!
Technology Integration: Instructional Models
Learning theories influence technology integration models. Like learning theories, technology integration models are research based. Many models are available to support teachers integrating technology. Three models are briefly described here:
First Principles of Instruction come from extensive research done by David Merrill. The principles support all the major learning theories (Richey, Klein, & Tracey, 2011)
- Learning is promoted when learners observe a demonstration.
- Learning is promoted when learners apply the new knowledge.
- Learning is promoted when learners engage in task-centered instructional strategies.
- Learning is promoted when learners activate relevant prior knowledge or experience.
- Learning is promoted when learners integrate their new knowledge into their everyday world.
The Technology Integration Planning (TIP) Model for Teachers uses three phases to support teachers in planning for learner success when integrating technology (Roblyer & Doering, 2013).Bonk (2010) designed the R2D2 model to support college professors uncomfortable with integrating technology. Bonk describes the R2D2 model as a “problem solving wheel” (Bonk, 2010, p 9.).
Dr. Ruben Puentedura’s Substitution Augmentation Modification Redefinition (SAMR) model for technology integration is a framework for educators to integrate technology. During the substitution level, there is no functional change as digital technology replaces analog technology (Hamilton, Rosenberg, & Akcaoglu, 2016). For example, a teacher might use a computer to deliver a quiz, but the quiz is the same, so its function has not changed. At the augmentation level, the technology replacement positively impacts its function. Perhaps a quiz that is delivered online might provide students the opportunity to manipulate the text or graphics, improving the function of the quiz. Both the substitution and augmentation levels are considered enhancements, as activities maintain their original function, and might possible be improved. At the modification level, the task is redesigned. For example, the task might now require students to create a graphic organizer, representation, demonstrating knowledge. Finally, at the redefinition level, students use technology to develop and create unique products. For example, students might design and create a multimedia project that includes links to supporting material. The modification and redefinition levels are considered transformations because tasks have been changed significantly, requiring students to perform at the highest levels on Bloom’s taxonomy through experiences that may not be possible without technology (Hamilton, Rosenberg, & Akcaoglu, 2016).
Contributed by Darlene Vann
Contribution by Retta Salerno
Instructional Design Models
Instructional Design models allows educators and researcher to have a conduit of communication. These models assist in communicating the reasons, purposes, and strategies that build the foundation of learning theory. These educational frameworks help educators and researcher have a birds-eye point of view of significant elements and components of the course and learning environment.
A classroom in any school is a rich environment in which several modes of instructional designs are implemented to strengthen the learning and understanding of various curricula. The observation of teacher-centered instruction is slowly declining as the focus on students as the center of classroom increases (Balim, Turkoguz, Ormanci, Kacar, Evrekli, & Ozcan, 2014). It has become the job of the teacher to also address the growing needs of a classroom in which a teacher-centered approach will no longer work.
Teachers who have implemented this instructional model in their classroom find that students are more motivated to complete course work and are more engaged in the problem-solving process (Balim, Turkoguz, Ormanci, Kacar, Evrekli, & Ozcan, 2014). This enables students to take control of their learning experience and level of understanding by filtering through information and applying it to a specific task. inquiry-based learning puts students in the role of a scientist as they ask questions, research answers, and build their own conclusions. Inquiry-based learning and problem-based learning are very closely related because of the student-centered approach both models implore (Cincera, 2014).
An effective learning environment for students to have an effective learning environment a strong foundation of learning theory must be introduced. When educators determine who the learners are and the learning situations they will be in, then they could determine which instructional designs would work best. Using a pragmatic point of view educators can discover which instructional design applies to particular learning scenarios. Educators must allow circumstances connected to learning conditions to assist them in deciding what method of learning is most applicable. Jonassen, Mayes, and McAleese (1993) identify the following types of learning that match best with particular learning environments and scenarios. David Jonassen is a leader in educational technology and constructive learning theory.
Learners are at the initial stage where they are using integration and schema assembly. For learners on and introductory level, educators should choose the method that has a minimum of direct transferable prior knowledge of a particular content area and skill level. "At this stage, a classical instructional design is most suitable because it is predetermined, constrained, sequential and criterion-referenced" (Schwier, 1995). It is at this time that students can develop their own anchors for future exploration. If learners are at an advanced level of knowledge acquisition educators should use methods that best suit introductory knowledge skills them in the future learners can proceed to more expert subject content. Learners on an expert level can move onto knowledge acquisition. Educators create an environment where learners are able to make intellectual decisions.
When using the Dick, Carey, and Carey model educators must be aware of the manner in which the learners can perform; what are their learning abilities or disabilities. When the student enters a particular learning environment the educator needs to gauge what the students’ attitude is in relation to the subject content. By gauging the learners' attitudes educators can determine how they will deliver the subject content. When students enter a classroom room their first questions are, "what will we learn, and will it be on the test". This is when educators should address any preconceived notions that the learners have. When the students enter their classrooms they need to see if the students are motivated, if so, educators should ask what their goals are for the class. Using these characteristics educators now can decide how to structure the learning environment for best results.
As educators, we also want to create an environment where the learners have the ability to motivate themselves. An environment where educators and students must feel connected and respected. It is necessary that the learners develop positive attitudes. If the learners come into the classroom or learning situation they must have respect for the room, respect for themselves, and respect for others for a positive learning experience to take place.
When discussing learning theory these processes and procedures of instructional technology consist of, "analyzing, designing, developing, implementing, and evaluating of the applications" (Gagne, Wager, Golas, & Keller, 2005, p. 21). Over the past three decades, instructional technology has grown tremendously, from the creation of personal computers effectively grew exponential in the last two decades. The development of constructivist learning theories has affected the characteristics of models, causing them to take roles in the creation of current, and more comprehensive explanations of instructional technology. It was the Educational Communications and Technology Association who stated that "instructional technology is the theory and practice of design, development, utilization, management, and evaluation of processes and resources for learning" (Seels & Richey, 1994, p. 1).
Educators need to be conscious of the diversity of the learners. "The learned capabilities of intellectual skills, cognitive strategies, verbal information, attitude, and motor function skills have a direct effect on the learning of new instances if these same kinds of capabilities" (Gagne et al., 2005, p. 127). The students' memory functions, or in other words their capabilities such as reasoning, can be measured through psychological assessments. The abilities and traits of the students and capabilities of the effective learning design have repercussions on the components of instructional design. Educators are held accountable and are required to justify the results of the learning situations. In addition, educators are required to be knowledgeable of the multiple results, components, and outcomes that can be portrayed to each particular learner.
Technology integration is pertinent in today’s learning environments. Multimedia resources are now very popular tools in the classroom, and "instructional designers recognized the need to integrate e-learning into the creation of learning objects and curricula" (Reiser, 2012). Advances in technology have caused the average learner the opportunity to learn with technology, thus causing a more genuine and realistic learning experiences (Markham, 2014). Educators should keep these components in mind when creating, and designing the technologically savvy lessons to introduce the new educational concepts. "Digital simulations and models can help teachers explain concepts that are too big or too small, or processes that happen too quickly or too slowly to demonstrate in a physical classroom" (8 Ways Technology Is Improving Education, 2010). It was the Educational Communications and Technology Association who stated that "instructional technology is the theory and practice of design, development, utilization, management, and evaluation of processes and resources for learning" (Seels & Richey, 1994, p. 1).
Prior to adapting their curriculum educators need to understand what Instructional Design is. Fauser, Henry, and Norman stated, "Instructional Design models are classified into three types, classroom, product, and system (Gustafson & Branch, 2002). Classroom models are of interest to and are usually designed for, professional teachers from K-12, community colleges, vocational schools, and other related areas. These models take into consideration the environment of teachers... The output of these models is small, a unit or module of instruction used within the school year" (Fauser, Henry, & Norman, 2006, para. 3).
There are numerous instructional design models that have been created for educators to apply relatively easy to various learning environments and situations
Gerlach Ely Model
Using this model educators can move step-by-step through the educational content and learning objectives using a synchronous diagram; this diagram can be applied in any K-12 learning environment. The Gerlach-Ely model requires that both the educators and students progress through the learning process in order for the information to become a part of their long-term memory. Learners are able to prove that the subject content is being absorbed this assessments and evaluations. Educators are able to evaluate and examine subject content so that they can determine what the learning objectives and goals are. (Anderson, 2008, p. 21)
ASSURE Model
The next instructional design model that educators can use to build the curriculum for K-12 learning situations is the ASSURE model. The ASSURE model was created by Menich, Molenda, Russell & Smaildion (InovativeLearning.com, 2013). Menich et al. used the Gagne's model for the foundation for this instructional design model. This instructional design model can be used by both trainers and educators in any learning situation where the development and design of the learning goals and objectives for the learners. This model can be used for improving learning and teaching and the development of lesson plans. Sharon Smaldino's states (2013), "To ASSURE good learning, I believe it is not one single thing that a teacher or designer should consider, but I do believe that there are areas of emphasis"(InovativeLearning.com, 2013, para. 4).
Constructivist learning model. The ASSURE model is a six-step Instructional Systems Design (ISD), intended to help teachers utilize technology and media in the classroom. ASSURE is a way to ensure that the learning environment is appropriate for students. ASSURE also recognizes the different learning styles of all students.
Kemp Model
A third model that educators like myself can use is a model I mentioned prior in this course the Kemp Model. The Morrison, Ross, and Kemp's model was created in 1971; in place of a linear structure, the Kemp model takes a more circular structure. Morrison states, "One of the benefits touted for this model is its flexibility due to the circular nature and lack of starting point, though I view this as a significant flaw in the design as it ignores key principles of creating effective instruction which does require at least a logical sequence based on how people learn'(Morrison, 2013, para. 9).
The Kemp Instructional Design Model was chosen because the elements complete each process that a learner should experience when mastering a learning objective and because of its circular design. It utilizes media and materials which are an integral part of learning in any type of instructional technology. Since the cognitivistic view emphasizes the active mental processing on the part of the learner and the Kemp model is geared towards the learner's capabilities; it stands to follow that it is a strong cognitive model of instructional design methodology.
Active teaching is a concept of instruction and education where educators improve the student’s control and thus improving the students’ learning. Educators try to modify the instruction to fit the learner’s learning styles and motivations. As educators, we also want to create an environment where the learners have the ability to motivate themselves. An environment where educators and students must feel connected and respected. It is necessary that the learners develop positive attitudes.
ADDIE Model
The ADDIE framework was used to explain, “...the processes involved in the formulation of an instructional systems development (ISD) program for military inter-service training that will adequately train individuals to do a particular job and which can also be applied to any inter-service curriculum development activity”
Behaviorism involves the measurable and observational aspects of an individual’s behavior (McLeod, 2007). “Behavior is directed by stimuli. An individual selects one response instead of another because of prior conditioning and psychological drives existing at the moment of the action” (Parkay & Hass, 2000). Cognitivist primarily have the job of focusing on unobservable changes in mental knowledge. The idea of cognitivism came from the rejection of the views of the behaviorist learning theory. Cognitive Learning Theory shows the diverse procedures regarding learning can be clarified by the investigation of the psychological developments before acting (Sincero, 2011). “Social constructivism not only acknowledges the uniqueness and complexity of the learner but actually encourages, utilizes and rewards it as an integral part of the learning process” (Wilson, 1997)..
References
8 Ways Technology Is Improving Education. (2010, November 22). Mashable: Social Media. Retrieved from http://mashable.com/2010/11/22/technology-in-education/
Anderson, T. (2008). The theory and practice of online learning. Online book: Athabasca University.
Balim, A., Turkoguz, S., Ormanci, U., Kacar, S., Evreki, E., & Ozcan, E. (2014). Teachers’ views about problem-based learning through concept cartoons. Journal of Baltic Science Education, 13(4), 458-468. Retrieved from http://journals.indexcopernicus.com/abstract.php?icid=1119977
Branson, R. K., Rayner, G. T., Cox, J. L., Furman, J. P., King, F. J., & Hannum, W. H. (1975). Interservice procedures for instructional systems development (5th ed.). Ft. Monroe, VA: U. S. Army Training and Doctrine Command.
Cincera, J. (2014). To think like a scientist: An experience from the Czech primary school inquiry-based learning program. New Educational Review, 36(2), 118-130. Retrieved from http://www.educationalrev.us.edu.pl/e36/a9.pdf
Dick, W., Carey, J., & Carey, L. (2005). The systematic design of instruction (6th ed.). Upper Saddle River, NJ: Pearson/Allyn & Bacon.
Fauser, M., Henry, K., & Norman, D. K. (2006). Comparison of alternative instructional design models. Retrieved from https://deekayen.net/comparison-alternative-instructional-design-models
Gagne, R. M., Wager, W. W., Golas, K. C., & Keller, J. M. (2005). Principles of Instructional Design (5th ed.). Belmont, CA: Wadsworth.
Gorman, M. (2012). Flipping The Classroom… A Goldmine of Research and Resources To Keep You On Your Feet. Retrieved from http://21centuryedtech.wordpress.com/2012/07/18/flipping-the-classroom-a-goldmine-of-research-and-resources-to-keep-you-on-your-feet/
InovativeLearning.com. (2013). Instructional design: ASSURE. Retrieved from http://www.instructionaldesign.org/models/assure.html
Jonassen, D., Mayes, T., & McAleese, R. (1993). A manifesto for a constructivist approach to uses of technology in higher education. Designing environments for constructive learning. http://dx.doi.org/10.1007/978-3-642-78069-1_12
McLeod, S. (2007). Skinner: Operant Conditioning. Simply Psychology. Retrieved from http://www.simplypsychology.org/operant-conditioning.html
Morrison, D. (2013). Review of instructional design models applied to K-12 learning environment. Retrieved from https://onlinelearninginsights.wordpress.com/2013/11/15/review-of-instructional-design-models-applied-to-k-12-learning-environments/
Parkay, F. W., & Hass, G. (2000). Curriculum Planning (7th ed.). Needham Heights, MA: Allyn & Bacon.
Reiser, R. A., & Dempsey, J. V. (2012). Trends and issues in instructional design and technology. Boston, MA: Pearson.
Schiffman, S. S. (1995). Instructional systems design: Five views of the field. In G. J. Anglin (Ed.), Instructional technology: Past, present and future (2nd ed., pp. 131-142). Englewood, CO: Libraries Unlimited, Inc.
Schwier, R. A. (1995). Issues in emerging interactive technologies. In G. J. Anglin (Ed.), Instructional technology: Past, present, and future (2nd ed., pp. 119-127). Englewood, CO: Libraries Unlimited, Inc.
Seels, B. B., & Richey, R. C. (1994). Instructional technology: The definitions and domains of the field. Washington, D. C.: Association for Educational Communications and Technology.
Sincero, S. M. (2011). Cognitive Learning Theory. Retrieved February 3, 2015, from https://explorable.com/cognitive-learning-theory
Wilson, B. G. (1997). Reflections on constructivism and instructional design. In C. R. Dills, & A. J. Romiszowski (Eds.), Instructional development paradigms ( ed., pp. 63-80). Englewood Cliffs, NJ: Educational Technology Publications.
Contribution by Chantelle Milliken:
The ADDIE Model of instruction – which is analysis, design, development, implementation, and evaluation – is useful in the realm of technology instruction and design. The ADDIE model supports the technology integration planning (TIP) as well. TIP focuses on analysis, planning for integration, and revisions. ADDIE focus on the same type of plan, which can be complementary in technology instruction. Boling, Easterling, Hardre, Howard, and Roman (2011) suggest that the ADDIE model applied to technology education will produce positive learning experiences with students. Integrating technology into the planning of teaching and learning will help students become better prepared for the technologically loaded career environment. The global knowledge economy is growing stronger in the job field and students must be prepared for such after graduation. It is imperative that teachers utilize the ADDIE model and TIP to ensure students are prepared for what is expected not only in college, but in the future work force.
Reference:
Boling, E., Easterling, W.V., Hardre, P.L., Howard, C.D., & Roman, T.A. (2011). ADDIE: Perspectives in transition. Educational Technology, 51(5), 34-39.
Note: The optional Participation Assignment for week 2 involves posting to this wiki. Add information about a technology integration model. Expand on the specific attributes of the model that would support effective student learning. To earn credit for two participation posts include your name and a minimum of one scholarly reference. Remember to post you must first be a member of the wiki. Once you have joined the wiki click, Edit (top right), to post and then Save (top right), to save your work.
References
Bates, A. W., & Poole, G. (2003). Effective teaching with technology in higher education: Foundations for success. San Francisco, CA: Jossey-Bass.
Bonk, C. (2010). R2D2: An ed-tech model that computes. eSchool News, 13(2), 9.
Fingal, D. (2013). Got an app for that? Learning & Leading with Technology, 40(8), 35.
Gagne, R. M., Wager, W. W., Golas, K. C., & Keller, J. M. (2005). Principles of instructional design (5th ed.). Belmont, CA: Thompson.
Hamilton, E. R., Rosenberg, J. M., & Akcaoglu, M. (2016). The substitution augmentation modification redefinition (SAMR) model: A critical review and suggestions for its use.TechTrends, 60(5), 433-441. doi:10.1007/s11528-016-0091-y
Kop, R. & Hill, A. (2008). Connectivism: Learning theory of the future or vestige of the past? The International Review of Research in Open and Distance learning, 9(3). Retrieved from http://www.irrodl.org/index.php/irrodl/article/viewArticle/523/1103
Richey, R. C., Klein, J. D., & Tracey, M. W. (2011). The instructional design knowledge base. New York, NY: Routledge.
Roblyer, M. D., & Doering, A. H. (2013). Integrating educational technology into teaching (6th ed.). Boston, MA: Pearson.
How to cite this wiki:
Entrekin, F. (2017). Critical attributes of technology and effective learning: EDT732 week 2 wiki. Retrieved from http://edt732integratingtechnology.wikispaces.com/
Dee Sledge: Technology
When we think about learners using technology, there are many different factors to consider. Some students do not possess the learning management system and basic computer skills needed for success in first-year experience (Mansfield, 2017). Some technology tools are techniques that allows the learner to grasp and maintain focus on the learning. Whether we are talking about retirees using Massive Open Online Courses (MOOCs) or ninth graders using simulations to learn algebra I, many characteristics of the environment affect what we call a digital learning ecosystem (Hammond, Zielenzinski, & Goldman, 2014). Technology is a key factor for bringing about such relevant and necessary change in higher education institutions, but we will produce evidence that suggests universities and colleges still don’t really “get it” as far as technology is concerned (Bates, Bates, & Sangra, 2011). In particular, universities and colleges in general are underexploiting the potential of technology to change the way that teaching and learning could be designed and delivered, so as to increase flexible access to learning, improve quality, and control or reduce costs, all core challenges faced by higher education institutions today (Bates, Bates, & Sangra, 2011).
Bates, A. W., Bates, T., & Sangra, A. (2011). Managing technology in higher education: Strategies for transforming teaching and learning. Hoboken, NJ: John Wiley & Sons.
Hammond, L. D., Zielenzinski, M. B., & Goldman, S. (2014). Using technology to support at risks student’s learning. Alliance for Excellent Education
Mansfield, M. (2017). The Impact of the Digital Divide on First-Year Community College Students.
Joe Omokheyeke: Planning for Instructional Technology in Classroom
In this article, Mitchell (2011) explore and reviews the literature on instructional technology usage, and the benefits of the applications of technology for teaching and learning, and the challenges involve in the financial, managerial, and planning of technology. According to Mitchell (2011) majority of College faculty members feel that technology is essential in the classroom and useful for students, the two biggest challenges to incorporating technology are lack of funding and not knowing how to use it properly (CDW-G, 2010 as cited). Most Universities and colleges may have faculty development centers that offer centralized training and planning for the use of instructional technology, but the majority of community colleges are rural institutions in which faculty development efforts are more likely to be run by an administrator without a staff (Eddy, 2007 as cited). As a result, the problems of figuring out how and when to use technology often falls on faculty members as individuals (Mitchell, 2011).
Technology integration is arguably a relevant topic in teacher education, because numerous state, national, and international educational standards indicate the importance of educators integrating technology to support their own instruction as well as providing hands-on opportunities for students to actively use technology throughout their learning experiences (Lee, Smith, & Bos, 2014). Therefore, teacher educators are charged with promoting teacher candidates’ integration of technology in their teaching and design of authentic and engaging learning experiences for their students.Technology Integration in the Classroom
Technology integration is arguably a relevant topic in teachers' education, because numerous state, national, and international educational standards indicate the importance of educators integrating technology to support their own instruction as well as providing hands-on opportunities for students to actively use technology throughout their learning experiences (Lee, Smith, & Bos, 2014). Therefore, teacher educators are charged with promoting teacher candidates’ integration of technology in their teaching and design of authentic and engaging learning experiences for their students
(Lee, Smith, & Bos, 2014).
.
Nearpod is an interactive classroom tool for teachers to engage students with interactive lessons (Nearpod.com). The site emphasized technology integration in instructional lesson planning. It demonstrated the use of multimedia design tools at its best. I like the explore lessons menu which give new users the opportunity to examine different lesson plan in various subjects. Lee et al., (2014) stated that effective technology integration in teaching and learning requires teachers to be able to think about technology as a tool that can authentically support instruction when the appropriate pedagogical approaches are considered.
References
Lee, K.S., Smith, S., & Bos, B. (2014). Pre-service teachers’ technological pedagogical
knowledge: A continuum of views on effective technology integration. International
Journal of E-Learning & Distance Education, 29(2), 1-18.
Mitchell, R. G. (2011). Planning for instructional technology in the classroom. New Directions
For Community Colleges, 2011(154), 45-52.